By Jane Kenway et al.
Elite faculties have consistently been social choreographers par excellence. across the world, they prepare hugely dexterous performances as they level and restage altering family of ruling. they're adept at aligning their social choreographies to moving old stipulations and cultural tastes. In a number of theatres, they now on a regular basis rehearse the abnormal artwork of being international. Elite colleges world wide are situated on the intersecting pinnacles of assorted scales, platforms and regimes of social, cultural, political and fiscal strength. they've got a lot in universal yet also are varied. They illustrate how a variety of modalities of energy are loved and placed to paintings and the way academic and social inequalities are formed and shifted. They, hence, communicate to the social zeitgeist. This e-book dissects this complex choreography.
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Extra info for Class Choreographies: Elite Schools and Globalization
It may have appeared that the public school capitalist class was not connected with these people; after all, social distancing was part of their modus operandi. But, in fact, the conditions of their very existence increasingly depended upon the work of their subalterns. And thus so, too, did their capacity to purchase public school education. Such historians’ silences about capitalism, class formation and relations and subaltern populations reflect the views of the social and economic groups who patronized these schools.
Percival 1975) There is no doubt that the ‘histories of headmasters’ genre speaks of the considerable power that many headmasters wielded in their schools. They were responsible for every aspect of the school, especially after key Acts of Parliament in 1868/9 (more below). But it also speaks of the fact that they were seen to ‘embody the public school ethos’ (Simon 1975, p. 12). They regarded themselves as superior men. g. Robbins 1959; Schulte 2007). Headmaster of Rugby from 1827 to 1842, he is acknowledged as instituting many of the reforms that came to characterize the distinctive ethos of the Victorian ‘public school’ in his time.
The wealthy industrialists flirted with it and with possible alliances between themselves and the working class against the landed gentry. Apparently, though, many decided that, rather than create a political firestorm by forming class alliances with workers, it was easier and much more pleasant to buy land and titles, to ‘marry up’ and to become part of what came to be called ‘the establishment’. As the social ground was shifting beneath the feet of the landed gentry, they adopted a wide array of offensive and defensive strategies.